id: 06428396
dt: j
an: 2015c.00019
au: Ackerberg-Hastings, Amy
ti: Protractors as objects of American school geometry teaching.
so: Int. J. Hist. Math. Educ. 9, No. 2, 1-14 (2014).
py: 2014
pu: COMAP (Consortium for Mathematics and Its Applications), Bedford, MA
la: EN
cc: A30 U60 G10
ut: geometry; protractors; mathematical instruments; educational reforms;
geometry teaching
ci:
li:
ab: Summary: This paper traces the introduction of the protractor into the
teaching of geometry in schools in the United States. After the
instrument was established in classrooms at the end of the 19th
century, chiefly as one response to the growth of public primary and
secondary schools and in connection with the American educational
reform movements of 1893 and 1923, the role assigned to the protractor
continued unchanged and unquestioned for over a century. Its
persistence in school classrooms highlights several themes in the
history of American mathematics education.
rv: